Article
Comment
Politics
Suffering
6 min read

Why begging ‘bothers us tremendously’

We need a public discussion on begging which avoids the unhelpful polarization between naïve compassion and harsh cynicism, argues Jon Kuhrt.

Jon Kuhrt is CEO of Hope into Action, a homelessness charity. He is a former government adviser on how faith groups address rough sleeping.

A beggar sits cross legged against a glass railing holding a sign.
Photo by Jean-Luc Benazet on Unsplash.

Recently I was in Birmingham New Street station when a man approached me, saying he was homeless and asking for money for food. We were right next to a Greggs so I suggested I buy him some. As there was a queue, we got talking and he said:  

‘I’m not really homeless you know, I’m just so bored and I live in a s**t-hole.’ 

For many people living or working in towns and cities, being asked for money like this is an everyday experience. It can often cause feelings of distress, guilt and confusion. What is the best way to respond to someone asking you for money? In thirty years of working with people affected by homelessness, it is by far the most common question I have been asked. 

Earlier this month, Matthew Parris wrote in The Times about his experience of giving £25 to someone begging after being told they needed money for an urgent train ticket. The following week he saw the same person using the same story and he realised that he had been suckered.  It is an experience that many of us might relate to.  

I used to be the manager of an emergency hostel for young homelessness people in Soho in central London.  Most of our residents had complex problems which were complicated and intensified by drug addiction. Begging was a key source of income.  

Some residents used the duvets that we gave them as begging props to indicate they were sleeping rough.  We would often overhear them telling passers-by that they ‘needed money to get into a hostel’.  Often, they could raise large sums of money based on their articulated need for food, accommodation or travel. But none of the money was ever used for these purposes. 

Matthew Parris is right when he writes ‘begging and sleeping rough bother us tremendously.’  They are some of the most obvious and visceral indicators of poverty and this ‘bother’ gives the issue considerable political capital. As Parris says:

'Any minister or prime minister who could associate their name with making a visible difference would reap a harvest.' 

We need a compassionate realism about the nature of the problems which surround those who beg and honesty and bravery about how best to respond. 

But as well as high profile, homelessness and begging are both very sensitive issues.  Thankfully, gone are the days in the 1980s when newspapers like The Sun would routinely describe those who sleep rough and beg as ‘dossers’. Today, the public discussion is couched far more sympathetically, but this change in tone can create difficulties in talking honestly about the reality of begging. It can be a minefield where those cautioning against giving money can easily be viewed as mean-spirited or judgmental. 

We need a public discussion on begging which avoids the unhelpful polarization between naïve compassion and harsh cynicism. Neither of these help anyone. And we should remember, that whilst we should avoid judgementalism, we cannot help people effectively without showing good judgement. We need a compassionate realism about the nature of the problems which surround those who beg and honesty and bravery about how best to respond. 

We live in a time of severe economic and housing injustice. The years of austerity, cuts to public services, the pandemic and now the cost-of-living crisis have all deepened the challenges for poorer communities.  Our country urgently needs to address the chronic shortage of affordable housing.   

But does this rise in wider poverty mean that we should give money to people begging? My answer is ‘No’, because I don’t believe that it is an effective way to help people.  These are my reasons. 

The material need and physical destitution are symptoms of the deeper issues of trauma, poor mental health, broken relationships and the addictions. 

Firstly, it is important to remember that the issue of rough sleeping and begging are related but are not the same.  Many of those who beg are not sleeping rough, and the majority of homeless people do not beg.  In fact, begging has much more of a direct link with addiction or criminal gangs than it does with rough sleeping.  In the last 10 years there has been a growth in the coordinated use of immigrants, many trafficked, to beg in city centres. Your cash donation will not truly help the person. 

Secondly, we need to appreciate that immediate material resources are not the key problem for people begging. Whilst there is a deepening crisis of poverty in the UK, there are many day centres, charities and community groups offering emergency food and clothing. The material need and physical destitution are symptoms of the deeper issues of trauma, poor mental health, broken relationships and the addictions which have developed in response. These deeper problems are often compounded, rather than helped, by gaining money through begging. 

Thirdly, we need to focus on the true needs of the person begging rather than on our need to respond. Our feelings of awkwardness and guilt may be assuaged by handing over money, but this does not mean that what we have done is right. The temporary ‘feel-good feeling’ is not to be trusted.  If more people gave money to people begging then it will not result in a more just world. Allowing untruthful and manipulative behaviour to succeed in eliciting cash helps nobody. It can literally be ‘killing with kindness’. 

Fourthly, we need to recognise the lack of truth in the exchange between someone begging and a potential donor.  Often a scenario presented is designed to place emotional pressure on the hearer to do what is being asked. For example, that money is needed to pay for a hostel bed, to get a hot meal or travel money to see an ill child. But hostels and shelters for homeless people do not charge on the door - they are either free or the rent is covered by housing benefit. In my experience, the vast majority of the scenarios presented in the begging exchange are simply not true. 

Underneath these points are key principles around how we help others. Despite the retreat of Christian faith in public life, the injunction to ‘love our neighbour’ is still a foundational one in our society and culture.  And authentic love is always made up of both grace and truth. 

Our instincts to show compassion and care are part of what makes us human. We are moved and motivated by seeking to address suffering and hardship. We have a desire to show grace to those suffering.   

This does not mean being cynical. Authentic change is possible, and I see it every day. 

But this grace must remain connected to truth.  We must take responsibility for how our instinct to show grace can be manipulated.  The reason that begging is never a positive aspect of someone’s recovery journey is because it is a transaction rarely based on truth. 

We may long for a simplistic world where good intentions are enough and where all donations given in good faith are well-used, but this is not the world we live in. 

This does not mean being cynical. Authentic change is possible, and I see it every day at Hope into Action. We help people who have been homeless by offering them a quality home with both professional support and befriending in partnership with a local church. Last year we housed over 400 people and it’s a privilege to walk with people and help them on their journey of recovery. One of our tenants said to me: 

‘Hope into Action didn’t just give me a ladder to get out of situation, they showed me how to build my own staircase.’ 

The best services for homeless people show grace in their acceptance and welcome, but from this base they explore the truth about the challenges people face. And truth is a key ingredient in all effective recovery, counselling and rehabilitation programmes.  

Change is possible but truth is always a critical ingredient. It’s the truth that sets people free.   

 

How should we respond to someone begging? 

  • When someone begs from you, look them in the eye when you respond and speak as confidently as you can. 

  • If you have time, stop and talk with them. Ask them their first name and share yours. 

  • If you have the time and money, offer to buy them a cup of tea, or some food. 

  • Research what drop-in centres, charities or churches are open for vulnerable people in the area where you live or work. Knowing what is available allows you to ask the person if they know about these and whether they have used them.  

  • If you are worried about the vulnerability of someone sleeping rough then contact Street Link on 0300 500 0914 to inform them. This is a coordinated phone line which informs the local homeless outreach teams. 

  

Article
Comment
Education
Leading
5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.